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October 2013 | Volume 71 | Number 2 Leveraging Teacher Leadership Pages 82-83
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Melinda Gates Foundation (2011, 2012) concluded that student surveys should be a significant part of an array of assessments used to judge teacher quality. Here are some useful items to include on such surveys: I've learned a great deal in this class. I've accomplished more than I thought I would in this class. My teacher pushes us to work hard and think deeply. In this class, the teacher expects nothing but our best. The first two items address how much students have learned. Research has shown that students can accurately report their own levels of learning (Hattie, 2009). The second two items deal with how hard students work in class, which connects to how much a teacher has motivated students to learn and, most likely, to how much they end up learning. Teachers can use these surveys as both pre-tests and post-tests, computing student growth scores the same way they compute growth scores with common assessments, or they can use them as post-tests only.
Using Surveys
To develop average growth scores using surveys, teachers can use items that address student perceptions of how much they've learned and how hard they've worked. These scores can be used to compare teachers who administered the same survey items at the same grade and content level. Large districts will have large comparison groups; small districts can band together to create comparison groups of sufficient size.
References
Bill and Melinda Gates Foundation. (2011). Learning ab out teaching: Initial findings from the Measures of Effective Teaching project. Seattle, WA: Author. Bill and Melinda Gates Foundation. (2012). Gathering feedb ack for teaching. Seattle, WA: Author. Hattie, J. (2009). Visib le learning. New York: Routledge. Marzano, R. J., & Toth, M. (2013). Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. Alexandria, VA: ASCD Prince, C. D., Schuermann, P. J., Guthrie, J. W., Witham, P. J., Milanowski, A. T., & Thorn, C. A. (2009). The other 69 percent. Fairly rewarding the performance of teachers of nontested sub jects and grades. Washington, DC: Center for Education and Compensation Reform.
Robert J. Marzano is cofounder and CEO of Marzano Research Laboratory in Denver, Colorado, and executive director of the Learning Sciences Marzano Center in Palm Beach Gardens, Florida. He is coauthor, w ith Michael Toth, of Teacher Evaluation That Makes a Difference: A New Model for Teacher Growth and Student Achievement (ASCD, 2013).
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